Spring 2014 Schedule of Classes
U ED. 70200 - Historical Contexts in Urban Education
GC: M, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Brumberg,  Course open to Urban Education students only.
U ED. 70500 - Educational Policy
GC: M, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Michelli,  Course open to Urban Education students only.
U ED. 71200 - Focused Research & Analysis
GC: W, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Luttrell,  Department permission required.
U ED. 72200 - Research Seminar in Mathematics Education
GC: T, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Cherkas, 
Research in mathematics education covers a wide range of mathematical content areas: arithmetic, algebra, calculus, and advanced mathematical thinking. While there are a number of research journals specifically devoted to mathematics education, related research commonly appears in journals from such disparate fields as cognitive and developmental psychology, educational psychology, neuropsychology, and the emerging field of mathematical learning difficulties. In weekly consultations, each student will select a journal article in an area for research that sparks her/his interest (or be assigned an article), carefully read it, and present a summary of the article in the next class meeting for further class discussion. In this way, all students will be exposed to the variety of quantitative, qualitative, case, and replication studies used in mathematics education and related field research. Midway through the semester, in consultation, each student will select an area for research that sparks her/his interest, identify a research methodology in the chosen area, and develop the seeds of a research proposal.
Special attention will be given to research in K-12 instructional interventions in mathematics that addresses topics contributing to mathematical learning difficulties. Such studies have the potential to improve the teaching and learning of mathematics, which is the primary goal for research in mathematics education.
U ED. 74100 - Quantitative Research Methods in Urban Education
GC: M, 6:30-8:30 p.m., Rm. 6418, 3 credits, Prof. Battle,  Course open to Urban Education students only.
U ED. 75200 – Participatory Democracy & Social Movements
GC: T, 11:45 a.m.-1:45 p.m., Rm. TBA, 3 credits, Prof. Su,  Cross listed with PSYC 80103 & EES 79903.
This seminar takes a look at what ordinary citizens do to shape public programs and engage in politics— in ways other than voting. We explore the notion that popular participation can make democratic governance more legitimate, fair, and effective. Is participatory democracy— alternatively called bottom-up participation, maximal democracy, or direct democracy— really better for public education and other social policies? Specifically, we will examine forms and functions of civil society from a comparative perspective by looking at specific examples of (1) participatory institutions (school governance, urban budgeting, etc.), (2) participation in non-governmental organizations and development projects, and (3) social movements around the world (landless people’s movements, transnational networks, mothers of political dissidents who have “disappeared,” AIDS protest groups, etc.). Sometimes, these three categories blur into one another. We will examine case studies from both the US and “Global South” middle-income countries like Brazil, Argentina, India, China, and South Africa. How much should ordinary citizens participate in policymaking, and how? Under what circumstances?
U ED. 75200 – Reframing Dis/Abilities Across Contexts
GC: W, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Connor, 
Throughout history, people deemed “disabled” have been portrayed from a deficit-based perspective as being lacking, incomplete, less than fully human. At worst, disabled humans were banished, hidden, segregated, even killed; at best, they were expected to be cured, fixed, remediated, or restored to an approximation of culturally determined “normalcy.” Educational practices have mirrored these cultural mores. Traditional special education research has been predominantly founded upon scientific, medicalized, psychological, understandings of human difference—all contributing to the pathologization of human differences. However, a critical turn in educational theory has emerged to question what constitutes difference as dis/ability and subsequent implications for research, practice, and policy. This course will utilize critical writings about dis/ability from an interdisciplinary perspective, primarily culling from Disability Studies and Critical Race Theory to explore counter-stories to Master Narratives of dis/ability found in all aspects of society, including educational research and schools. Participants will study both research and “life writings” of/by people with disabilities in context using an intersectional lens composed of—race, social class, and gender—to explore alternative epistemologies, ontologies, and methodologies to those found in traditional special education research. Through this exploration of dis/ability in context, we will analyze long-standing educational problems such as: overrepresentation of children of color in special education; resistance to inclusive education; standardization; the achievement gap; the school to prison pipeline; and the “color-blind” stance of decontextualized educational research—with view to developing new ways to understand—and research—these pervasive problems.
U ED. 75200 - Education Policy and Law
GC: W, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Bloomfield,  Course open to Urban Education students only.
"Education Policy and the Law" focuses on the American education policy-making process at the federal, state, and district levels through legislation, regulation, contracts, and case law. Readings include Education Policy and the Law, 5th ed. by Mark G. Yudoff, et al.; my text, American Public Education Law, 2d ed., plus additional readings. The course takes an activist approach, not only discussing how urban educators are affected by law-based education policies but how students can use these structures to advance their own policy goals.
U ED. 75200 - Globalization of Education: Power, Language, and Culture
GC: M, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Spring,  Cross listed with MALS 78200.
Today education is globalized with most nations sharing similar education structures and goals that link schooling to economic development. The Organization for Economic Cooperation and Development (OECD is now referred to as the “World Ministry of Education” because of the influence of its international tests (PISA and TIMSS) and its networking with the World Economic Forum, the World Bank, the United Nations, national governments, and global educational corporations.
Corporations are important players in the globalization process. Of particular importance is the global reach of publishers and test makers, such as Pearson and the Educational Testing Services, hardware and software makers, like Apple, NewsCorp, Samsung, and Microsoft, and tutoring services, such as Kumon and Kaplan. In addition, some universities are globalized with branch campuses in many countries and through the attraction of international students.
Educational globalization reflects two important concepts: the “economization of education” and the “audit state.” The economization of education refers to schooling being linked to economic and income growth in contrast to traditional religious and cultural goals. The value of education is analyzed through the lenses of economists. The ‘audit state’ continually monitors performance, including educational performance, by standardized assessments.
Educational globalization raises important issues to be discussed in the seminar.
Who or what organizations exert power over this globalized educational system? In this context, we will discuss the major players, including the World Economic Forum, OECD, the United Nations, the World Bank and others.
What happens to local cultures and languages in this process of globalization? Will globalization create a world culture and language at the expense of local languages and cultures?
Will English or Mandarin become the world language?
Will graduates of this globalized system struggle for social justice or be compliant workers for global corporations?
Students will choose a topic for a presentation and essay that reflects their academic interests.
U ED. 75200 - Knowledge Building Community Context
GC: TBA, 3 credits, Prof. Adams,  Course open to Urban Education & MALS students only.
The course will examine methodologies and methods to study the nature of knowledge systems used to succeed in urban communities and their relationships to canonical representations. The implications for urban education will be explored in very broad senses that extend beyond formal curricula in schools and other institutions and will especially include media and other educational structures. From an epistemological standpoint knowledge will include lifelong practices associated with everyday life in the diverse communities of New York City. Readings and dialogues in the course will help students further examine their current theoretical framework using participant-centered/community-centered lens. The final project will help students to think about ways of being a publicly engaged scholar through the use of digital media to produce resources such as websites, wiki sites, podcasts, and graphic novels for the purposes of communicating with different target audiences/stakeholders based on the field work.
U ED. 75200 - Learning & Learning to Teach
GC: R, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Tobin, 
The course involves a critical review of research on teaching, learning and learning to teach in urban settings. Although research will involve schools (pre K - college) there is a conscious effort to expand the view of education to include informal institutions, including but not limited to museums, galleries, parks, and penal institutions in addition to those whose primary missions might not consciously involve educating urban citizens--such as those involved with health care, media, transportation, and religion (for example). The course will embrace a continuum of birth through death, although particular participants in the course will choose several areas of interest in which to specialize. As well as critiquing published literature we will identify areas in which there is a dearth of research and policy and plan studies to study areas in which there is a pressing need for research. As well as evaluating research methodologies and designs of a wide spectrum of studies, participants will build specialized expertise in selected methods and design research and design appropriate studies of urban education. Consistent with a broader set of perspectives on teaching and learning, the course will examine the nature of teaching and learning to teach in each of the institutions that are studied in the course.
Review of published research (three reviews, each between 500-1000 words. Due weeks 4, 10 and 14 respectively)
Conceptual paper (approx. 2000 words) on teaching and learning in a "non-traditional" urban setting (to be negotiated with the professor -- e.g., media, age restricted community, health care setting, penal institution) and the enhancement of literate citizenry (due week 8)
Research design on a topic of interest that relates to teaching, learning and/or learning to teach in urban settings (select no more than two broad foci). Approx. 2000 words, due final week of class together with a 15 minute presentation at USER-S in April or May.
U ED. 75200 - Public Higher Education in 21st Century
GC: T, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Botman, 
The purpose of the course is to introduce students to the characteristics, challenges, and promises of public higher education in the United States. The readings will cover a range of topics including: student access, changing curricula, faculty roles, governance, and higher education costs and funding sources. We will consider the rise and importance of community colleges and their popularity across the United States while observing the diversity of higher education institutions across the country. We will review the roles trustees, community partners, and state officials play, examining the relationship between institutions and the state. Finally, we will assess the changes taking place across the higher education landscape.
Since there are calls for increasing accountability in higher education, we will examine new sources of information for the students, parents, and funding bodies and ask whether a more sophisticated consumer will change higher education institutions. If so, in which ways?
This course is designed for students who are interested in college teaching or administration. The class will be structured as a seminar where students will be expected to participate in class discussions (10% of the grade), lead designated conversations (10% of the grade), write a case study (30% of the grade) and turn in a research paper at the end of the course (50% of the grade). Assigned readings will include books, articles and web materials.
U ED. 75200 - Studying Urban Schools
GC: R, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Semel, 
This course examines the history of different types of urban schools, including public, independent, Catholic and their different types of pedagogic practices, traditional and progressive. Through a number of school histories, students will analyze the ways in which urban schools have changed over time and how, despite significant social, political and educational change, there has been significant constancy. The course will examine a number of themes, including issues of race. social class, ethnicity and gender, differences in place (urban schools as different?), differences in types of schools (i.e. public vs. private), differences in curriculum and pedagogy (i.e. traditional and progressive), the role of particular schools in educational reform, constancy and change in urban schooling, and methods for writing school histories.
U ED. 75200 - Teaching Jean Anyon
GC: W, 6:30-8:30 p.m., Rm. TBA, 3 credits, Prof. Luttrell, 
In this class we will immerse ourselves in the legacy of Jean Anyon’s scholarship. In addition to discussing the texts listed below, we will also review the work of scholars (including previous students) who have been deeply influenced by Anyon’s contributions to social and educational policy and critical social theory.
Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education 162(1), 67-92.
Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry 11(1), 3-42.
Anyon, J. (1997). Ghetto Schooling: A Political Economy of Urban Educational Reform. New York: Teachers College Press.
Anyon, J. (2005). Radical Possibilities: Public Policy, Urban Education, and a New Social Movement. New York: Routledge.
Anyon, J. (2005). What ‘counts’ as educational policy? Harvard Education Review 75(1), 65-88.
Anyon, J. (2009). Theory and Educational Research: Toward Critical Social Explanation. New York: Routledge.
Anyon, J. (2011). Marx and Education (Routledge Key Ideas in Education). New York: Routledge.
PSYC. 80101 - Architecture: Placing Desire
GC: R, 4:15-6:15 p.m., Rm. TBA, 1 credit, Prof. Chapin,  Cross listed with EES 79903.
PSYC. 80103 - Pwr/Authrty/Part in Lives
GC: W, 9:30-11:30 a.m., Rm. TBA, 3 credits, Prof. Hart,  Cross listed with EES 79903.